Egyptian Culture

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Entertaining lesson that the students enjoyed. This was an in-between units lesson. Egypt was something the students always seemed to talk about, so I took the opportunity and ran with it!

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Egyptian Culture

  1. 1. Nichole Kaercher Tuesday, March 1, 2011<br />Social Studies – Egyptian Culture Grade 4<br />Objectives: <br />Students will identify and explain historical features and cultures of Ancient Egypt.<br />Students will create their own wall art using hieroglyphics of Ancient Egyptian style writings and knowledge of ancient Egyptian culture and style. <br />PA State Standard(s):<br />7.3.4.A: Identify the human characteristics of places and regions using the following criteria:<br />Population <br />Culture <br />Settlement <br />Economic activities <br />Political activities<br />Materials:<br />PowerPoint<br />White Paper<br />Hieroglyphics List<br />Book Selection<br />The Crafts and Cultures of the Ancient Egyptians<br />Instruction Accommodations:<br />For students who finish writing their name in Hieroglyphics – have them try to write other words, such as some of their spelling or vocabulary words.<br />For those students having difficulty or getting frustrated while working, offer them simpler words to write, or simply a few letters. <br />If you do not understand a students drawing, ask them to explain it to you, as not everyone is as talented as others at art. <br />Procedures:<br /><ul><li>Introduction
  2. 2. Have students come sit in the front of the class so they can easily view the PowerPoint and books.
  3. 3. Play the game “Where in the World Am I?”
  4. 4. Students will close their eyes. You will read a selection of facts that describe where in the world you are. Students are to guess where they think you are!</li></ul>“I am standing on dark sand. As I look into the distance, the sun glares in my eyes and I see gritty sand stretching for miles. As I look to my left, I see a river flowing north. When I look to my right I see lavish statues covered in gold, blues, and jewels. There are intricate drawings on walls and monuments depicting what appears to be mummification. Where in the world am I?!” - Egypt<br />What: Ancient Egyptian Culture<br />Why: To develop an understanding of Egyptian historical culture and geography<br />How: Viewing a PowerPoint, a selection of books, and creating their own Egyptian Hieroglyphic writing. <br /><ul><li>Development
  5. 5. Ask students what they already know about Egypt.
  6. 6. Use this to lead into the PowerPoint.
  7. 7. Today we will discuss – geography, religion, and artistic skills.
  8. 8. Begin with the Nile River. Build upon what students already know for this part of the lesson. The Nile has been discussed in class before – see what they can recall and build on that.
  9. 9. Make sure to emphasize where the Nile got it’s name – Greek.
  10. 10. Religion – First show the way society is ranked by classes, and then discuss pharaohs. Pharaohs are very important! Share pages 28-29 from The Crafts and Cultures of the Ancient Egyptians. This is about the lives of the Pharaohs. - Show Tutankhamen slide.
  11. 11. Pharaohs – were considered Godlike
  12. 12. Some were women (rare) but were perceived to be men.
  13. 13. Pharaohs had many wives and children for the hope to have a male heir to become the next Pharaoh.
  14. 14. Bathed by his wives multiple times a day and catered to his every need
  15. 15. Pharaoh dress- fine linens, perfume, makeup, his official crown, and other royal accessories – such as a gold headpiece
  16. 16. What did the discovery of his tomb teach us about Ancient Egypt?
  17. 17. History – art on the walls depicted what happened in the daily life of Tutankhamen
  18. 18. Mythbusters – does a pyramid tomb really preserve materials? They found it to be false!
  19. 19. Writings – pages 16 – 17 of The Crafts and Cultures of the Ancient Egyptians
  20. 20. Hieroglyphs
  21. 21. Scribes were highly regarded
  22. 22. Jewelry and decorative arts – pages 32-33 of The Crafts and Cultures of the Ancient Egyptians
  23. 23. All egyptians wore jewelry, no matter what class.
  24. 24. Decorative arts were inspired by nature.
  25. 25. Amulets were popular – an object intended to bring luck or protection. Often gems, statues or coins. They are believed to repel evil or bad luck.
  26. 26. Gold was important in jewelry and decorative arts – vases, etc.
  27. 27. Mummification….TO BE CONTINUED! – They seemed really interested in this, so this part of the lesson will be longer during the next Social Studies lesson.
  28. 28. Closure
  29. 29. Students will create their own piece of Hieroglyphics.
  30. 30. Using a blank piece of paper, students are to create their own Egyptian picture. Using what they learned today about Ancient Egyptian culture, make a drawing using Hieroglyphics and illustrations to create something you believe could have been on the side of the walls in the ancient pyramids. Be realistic and accurate!!! Try writing your name in hieroglyphics!
  31. 31. We will continue with mummification next lesson. We will use both of these lessons to complete an activity in our learning center Friday. </li></ul>Assessment:<br />Students will identify and explain historical features and cultures of Ancient Egypt.<br />Students will create their own wall art using hieroglyphics of Ancient Egyptian style writings and knowledge of ancient Egyptian culture and style. <br />-Oral response<br />- Art work – can students accurately represent what they have learned from the lesson? Focus on colors used and accuracy of drawings – are their headdresses and specific jewelry? Are there any decorative art we discussed or pharaohs? This will review what the students learned by recalling information through art.<br />-Formal (graded) evaluation during Friday’s learning center. <br />References:<br />Hawkes, J. Pharaohs of egypt. New York, New York: American Heritage, 1965. Print. <br />Hossel, K.P. Know it hieroglyphs. Chicago, IL: Heinemann Library, 2003. Print. <br />Jovinelly, J. The crafts and culture of the ancient egyptians. New York, New York: Rosen Central, 2002. Print. <br />

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